Office of the Provost and Vice President for Academic Affairs
Doctor of Pharmacy (Pharm.D.) Program
Two Departments: (Pharmacy Practice & Biomedical and Pharmaceutical Sciences)
Academic Year 2014-15 Assessment Report
MISSION STATEMENT
Mission statement for the Doctor of Pharmacy Program (Approved 2009; reviewed 2013 with no suggested changes):
The mission of the Doctor of Pharmacy Program is to prepare future pharmacists, in both formal and informal learning environments, to provide patient-centered and
population-based care and to manage the systems within which pharmacists work while fostering professionalism, leadership and advocacy, interprofessional
collaboration, self-directed learning, cultural competency and scholarship.
In achieving the mission of the Doctor of Pharmacy Program, graduates will have the ability* (knowledge, skills, attitudes and values) to:
I. Provide patient-centered care
A. Integrate and apply biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences
B. Ensure optimal pharmacotherapy for patients
II. Communicate effectively with patients, families, caregivers, and health care professionals
III. Use critical thinking and problem solving skills to enhance patient care
IV. Work effectively within an interprofessional team
V. Manage and utilize resources of the health care system for the benefit of individual and public health.
A. Promote patient and public safety
B. Perform quality assurance techniques to improve the medication use system
C. Seek to reduce health care disparities.
VI. Efficiently utilize information resources and technology
A. Identify, retrieve and interpret relevant professional literature
B. Communicate evidence-based information to other health care providers, patients, and the public
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VII. Promote public health
A. Promote health improvement, wellness, and disease prevention
B. Solve, or contribute to, solutions to public health problems
VIII. Practice professionally
A. Apply ethical, social, legal and economic principles to practice
B. Respond to patients’ needs in a culturally sensitive manner
C. Apply practice standards to optimize patient care
D. Maintain professional competence by becoming a self-directed learner
IX. Be a good citizen, demonstrate leadership and contribute to the community
X. Engage in scholarly activity
A. Use a scholarly approach to become an agent of change to advance pharmacy practice
B. Demonstrate a commitment to life-long learning
DEPARTMENT OBJECTIVES and ALIGNMENT WITH STRATEGIC ISSUES
1. Create learning experiences that promote the students’ development of their knowledge of the underlying biomedical and pharmaceutical
sciences, socio-behavioral concepts and skills, patient care, and pharmacy-related administrative concepts.
DYNAMIC LEARNING ENVIRONMENT: The results of the most recent instructional methods map update indicate an increase in active learning methods
in lecture type courses. The biggest changes were seen in the skills lab with the conversion of the last one to a capstone experience and assessment.
EDUCATION FOR THE GLOBAL CENTURY: Topics that are relevant to a global population are included in lectures.
PLANNING-ASSESSMENT CONTINUUM: Individual instructors regularly receive evaluations of their courses and teaching. The Curriculum Committee
reviews content, instructional methods and assessments on a regular basis. Changes in individual courses and the curriculum as a whole are inspired by
these as well as current professional practice.
2. Provide opportunities to apply classroom and laboratory knowledge and skills in patient care settings in supervised experiential courses.
PARTNERING FOR STUDENT SUCCESS; Experiential programs involve many community partners in healthcare settings. The students spend an
entire academic year providing direct patient care under the supervision of a clinical instructor.
DYNAMIC LEARNING ENVIRONMENT; Recently incorporated simulated mannequin (SimMan®) is upper level skills lab (PHAR 563) and use real-time
scenarios such as responding to an acute MI. Students also conducted physical assessments on a patient from a local clinic. In the PHAR 460 lab,
students train and become certified to administer vaccinations. They subsequently participate in vaccination events for annual flu shot clinics on campus
and in the community.
PLANNING-ASSESSMENT CONTINUUM; Individual instructors regularly receive evaluations of their courses and teaching. The Curriculum Committee
reviews content, instructional methods and assessments on a regular basis. Changes in individual courses and the curriculum as a whole are inspired by
these as well as current professional practice. In addition, practitioners who supervise the students in their experiential courses provide feedback and
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ideas for improving those experiences.
3. Provide opportunities for students to actively participate in community and campus organizations and agencies through committees,
student organizations, and service learning projects.
EDUCATION FOR THE GLOBAL CENTURY; Through work with outside groups and agencies, students learn to communicate technical information to
the general public and to appreciate the point of view non-practitioners express. The curriculum includes topics that specifically address diversity and
cultural differences in health beliefs and practices. Some students participate in experiential rotations that are located in other countries. Recently a
couple pharmacy students worked to create Global Grizzlies (Lindford and Blackburn). Two fourth year students received awards for their work in public
health (Blackburn and Chong). The program also hosts students from other countries including 2 fourth year students from France who participate in
experiential rotations each spring and students from Brazil who take coursework (for the past three years). The pre-pharmacy advising program has
designated one faculty member to work with GLI students to ensure consistent advising.
PARTNERING FOR STUDENT SUCCESS; Many of these co-curricular learning experiences would not be possible without the numerous external
groups and agencies that work with the students.
DISCOVERY AND CREATIVITY TO SERVICE MONTANA AND THE WORLD; The IPHARM program focuses more on service to Montana residents,
but it provides students in several healthcare fields to gain hands on experience with point-of-care testing through an outreach program that participates
in numerous events each year.
PLANNING-ASSESSMENT CONTINUUM; As with other courses, the activities linked to academic credit or an extramurally funded program, collect and
use data to determine impact and areas of improvement. The willingness of the community partners to continue working with the students year after year
seems to indicate they find value in these activities as well.
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STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
1. Provide pharmaceutical care in a variety of practice
settings
Exam / quiz
Observe skill or
technique
Discuss case or
article
Oral
presentation
Written work
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
2. Communicate effectively with patients, families,
caregivers, and health care professionals
3. Use critical thinking and problem solving skills to benefit
patients
X
4. Work effectively within a multidisciplinary team
X
5. Manage and use resources of the health care system
for the benefit of individual patients and the public.
X
X
6 Efficiently utilize information resources and technology in
one’s practice
X
7. Promote the public’s health
X
X
8. Practice professionally
X
9. Be a good citizen
X
10. Complete licensure requirements
X
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STUDENT LEARNING GOALS AND MEASUREMENT TOOLS conintues
Patient care
rotations
Portfolio
Review
1. Provide pharmaceutical care in a variety of practice
settings
X
2. Communicate effectively with patients, families,
caregivers, and health care professionals
X
X
3. Use critical thinking and problem solving skills to benefit
patients
X
X
Peer / Self Evals
Alumni Survey
Other External
Measures
X
X
NABP PCOA
4. Work effectively within a multidisciplinary team
X
5. Manage and use resources of the health care system
for the benefit of individual patients and the public.
X
6 Efficiently utilize information resources and technology in
one’s practice
X
X
X
X
X
X
X
7. Promote the public’s health
X
SLP
performance
8. Practice professionally
X
X
9. Be a good citizen
10. Complete licensure requirements
Candidate
status for board
exam
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X
Student
Organizations
Self-report
NAPLEX/ Boards
of Pharmacy
RESULTS AND MODIFICATIONS
1. Create a capstone lab experience to
ensure proficiency of clinical skills of
students before their fourth year
experiential education rotations.
2. Incorporate a national standardized
exam of knowledge to meet accreditation
requirements
3. Expansion of the electronic portfolio to
capture evidence of progress towards the
outcomes
Based on input from clinical instructors within the School and in the community, the final didactic skills lab in
spring of the P3 year was completely revised to turn it into a capstone experience and assessment.
Instructional methods were designed to create learning experiences that more closely resembled actual
patient care situations. Most notably, the students had to work in small groups and communicate their
ideas and recommendations with other students as well as simulated patients, families of patients, and
healthcare providers. Students had to make clinical decisions in real time when the simulated mannequin
(SimMan®) went into cardiac arrest and they had to provide treatment. In one session, students worked
with a patient from a local clinic to perform physical assessments and interviews. Multiple instructors were
used to ensure close supervision and immediate feedback. Informal feedback from the students indicated
they felt more confident about their skills. Feedback from the clinical instructors has not been collected yet.
Beginning in spring 2013, the pharmacy students in the P1 to P3 years took a 220-item knowledge exam to
allow the School to compare its students with others nationally and within levels at the School. The
requirement for a national standardized knowledge exam came from the current accreditation standards.
The aggregate results indicate the UM students scored higher across all domains and years than the
reference group. Percentile total scores for UM by year were 80, 72, and 64 for P1,P2, and P3 students,
respectively. Percentile ranks by class year across basic biomedical, pharmaceutical sciences, soc-behavadmin pharmacy, and clinical sciences were all above the median with the exception of P3 basic biomedical
sciences which was right at 50. These scores represent baseline scores for the program. The next annual
test is scheduled for April 10, 2015.
The E*Value system access was expanded in fall 2013 to students in the P1-P3 years to allow the addition
of portfolio items that could be used to show progression towards and achievement of the outcomes. The
portfolio items are in the process of being selected and benchmarks set. Several items have been placed in
the portfolio to test the submission process. The early exhibits included grading and comments which the
students did not like so that is also being revised. According to the School’s strategic plan, the items should
be selected and benchmarks set by the end of 2014.
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A calculations competency exam is given in the spring of the P1 year. Students who do not pass with an
80% or higher are given a “retake” exam at a later date. If necessary, a third and final exam is given. If the
student does not pass the third exam, matriculation into the second year of the program may be denied.
Following are the pass/no pass rates for the last three years.
Exam
High Stakes Calculation Exam in First
Professional Year (Part of the PHAR 300
course)
2012
Exam 1
Exam 2
Exam 3
2013
Exam 1
Exam 2
2014
Exam 1
Exam 2
Number (%)
Taking Exam
Number (%)
Passed
Number (%)Failed –
Remediate & Retake
65 (100%)
6 (9%)
1 (1.5%)
59 (91%)
5 (83%)
1 (100%)
6
1
0
65 (100%)
4 (6%)
61 (94%)
4 (100%)
4
0
65 (100%)
4 (6%)
61 (94%)
4 (100%)
4
0
Prior to taking the exam, students receive instruction on and practice with pharmaceutical calculations in
their introductory course (PHAR 300). The instruction is refined as needed when specific types of
calculations are repeatedly missed. Assessment is conducted by the calculations instructor.
APPENDICES
1.
2.
3.
4.
Pharm D Curriculum mapped to Appendix B Topics (ACPE requirement)(updated 2012 BMED/2013 Practice)
Assessment methods by course (2012)
Comparison of CAPE and School outcomes (2013)
Outcomes for Required Courses by Year (2012)
FUTURE PLANS FOR CONTINUED ASSESSMENT
The School has an Assessment Committee charged with monitoring student assessments, progression in the program, and curriculum effectiveness.
Efforts to better coordinate and collaborate with the School’s Curriculum Committee include a coordinating group that meets once a year to compare
charges planned for the year. In addition, the School has made assignments for the coordination of Academic Affairs and Assessment to help with
programmatic academic and assessment projects. These are ongoing assignments.
Plans for the coming years include additional training for faculty in student assessment techniques (rubrics and portfolios were recent retreat training
topics). Co-curricular learning and assessment is the training topic suggested for this year.
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Recent additions for assessment that will continue are the use of a national standardized knowledge exam (PCOA) that is taken each spring by students
in their first three years of the professional program; the expansion on an electronic portfolio/evaluation system to include portfolios for students in all for
professional years (E*Value), and the revision of a third-year skill lab to make it a capstone experience and assessment prior to sending students into
their final year when they work directly with patients.
The role of technology in the classroom is just now being assessed (survey completed Sept 2014). It started with a survey of students to determine their
access to portable computing devices and level of experience with operating systems and software commonly encountered in the program and
profession.
The curriculum, instructional methods, assessments, and outcomes maps are updated by the School’s assessment and curriculum committees on a
rotating basis. The next map to be updated in AY2014-15 is the instructional methods map. These maps are required by ACPE, the accrediting body for
doctor of pharmacy degree programs.
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